Breakthroughs
to Literacy’s interactive software
lessons provide customized,
individualized instruction with instant feedback for the student. The program
includes four components – interactive software, print materials, professional
development, and take-home materials. It has been used with special education
students and English Language Learners. Teachers can check each child’s
progress at any time, tailor instruction in phonemic awareness and phonics to
individual needs, and print out records to share with parents. Children can
listen to each Breakthrough book as often as they wish, or record
themselves reading or telling stories.

The
pre-kindergarten through first grade software contains more than 4,500 lessons
in phonological/phonemic awareness, alphabet knowledge and word recognition. The
program for 2nd grade extends a child’s knowledge base with
thousands of additional lessons, a greater emphasis on comprehension, higher
skill levels, spelling, increasingly complex vocabulary, etc. A Grade 3
program is planned for 2005.

Each
day’s instruction includes:

Whole-group
instruction and/or small-group instruction centered around the weekly
featured book

Guided
practice with the teacher

Independent
practice at the computer

Parents
are essential to the Breakthrough to Literacy program. A booklet, Home
Connections, and its accompanying videotape (both available in English or
Spanish) help parents understand the development of early literacy and the
vital role they play in their children’s reading and writing success. At a
preliminary introductory meeting, parents learn about the program and are shown
how to participate in the shared-book experience with their children.

Evidence of
Effectiveness

Virginia – Norview Elementary

NOTE:
Annual data are based on Breakthrough students in 4 kindergarten
classrooms. Benchmarks are determined by the state for each Fall and Spring
assessment.

Pennsylvania – SteeleElementary
School

During
2002-2003, kindergartners who used Breakthrough to Literacy for a full
year demonstrated above‑average gains as indicated by percentile rank
increases from December to May on each subtest of the Iowa Test of Basic Skills
(ITBS).

Aspects of Reading

This program addresses the following aspects of reading,
as identified by the National Reading Panel and listed in the No Child Left Behind
Act:

·Phonemic Awareness ü

·Phonics ü

·Fluency ü

·Vocabulary ü

·Comprehension ü

·Motivation

Correlation to NevadaState Standards

Yes. This program is aligned to Nevada English Language
Arts content standards for Grades K and 1. Note that Grade 2 correlations are
not available.

Teacher Support

Professional
development is a two-year process for this program. (Please note: State
remediation funding is only guaranteed for one school year.) In the first
year, several meetings help teachers and administrators familiarize themselves
with the program and ensure school community buy-in for a successful
implementation. Meetings are as follows:

Administrators’
Training – the BTL
literacy coach meets with project directors and principals to clarify
expectations and responsibilities for all parties

Getting
Started Workshop – this workshop
is scheduled before implementation. Teachers learn how to use BTL
and how to set up their classrooms. Teachers also establish goals and
timelines for implementation and set up a classroom management and
assessment system.

Level
I Workshop – Teachers gain
greater understanding of how pupils develop their language and literacy
skills. They explore ways to enhance the literary environment for their
students, learn how to evaluate students’ receptive-expressive language
levels to accurately place children in the program, and perform hands-on
planning for further implementation.

Level
II Workshop – this workshop is
held 4-6 weeks after Level I. Teachers review early progress and discuss
more implementation strategies and tips. Integration of all facets of the
program is emphasized. Student observation techniques are discussed, as
well as expanding literacy activities to the home.

Level
III Workshop – this workshop is
held 4-6 weeks after Level II. The focus of this workshop is working with
the reporting capabilities of the program and practicing making
instructional decisions based on student data.

In
the second, third and fourth years of implementation, teachers would attend
in-service trainings tailored to the specific school’s or class’ needs. This
assumes that staff continuity is such that the teachers who began with BTL would
stay at the same school in succeeding years.

Equipment Requirements

Compatible
with Windows (98se, Me, XP) and Mac (OS 9 only).

The
customer is responsible for computer purchases, software installation, and
hardware maintenance, as well as ensuring that sufficient electrical
requirements for classrooms have been met. Headphones are provided with each
order, but all other peripherals are to be provided by the school (e.g.,
printers, computer speakers and microphones, surge protectors). Approximately
one workstation per eight students is recommended.

NOTE:
Breakthrough to Literacy is a stand-alone program. It cannot be
networked.

Costs

$15,500
(plus $325 shipping) per classroom.

Costs
include three (3) full-day workshops in Year One, and one customized, full-day
workshop in Year Two.

Annual
materials packages are needed in Year Three and beyond. Costs are as follows:

Classroom
set of 30: $650, plus $60 shipping

Classroom
set of 15: $375, plus $40-45 shipping

For Information Contact

Julia
Wasson, National Manager of Grant Resources

2662
Crosspark Road

Coralville, Iowa52241

Phone:
(800) 874-2851 extension 236

Current Location in Nevada

No
school in Nevada has chosen this program during this state remediation
funding cycle.

K 1 2 3 4 5 6 7 8 9 10 11 12

Earobics

www.earobics.com

Program Description

Earobics is a supplemental program for teaching phonemic
awareness and other early literacy skills to ensure that all students have the
foundations they need to become strong readers. It is an integrated program of
computer software games and whole-group instructional materials. It gives
English Language Learners (ELL) students rich, diverse language experiences and
facilitates the transition from spoken English to written English by combining
software instruction with classroom activities, integrated multimedia tools and
print materials, Internet resources and home-to-school connections. The Earobics
program:

·Provides systematic and
individualized instruction in critical early literacy skills

·Offers engaging technology and
integrated multimedia materials to reach all children

·Supports English Language Learners
(ELL) with instruction in ten (10) different languages, including Spanish,
Vietnamese, Hmong, Russian, Cantonese, and Haitian-Creole.

·Delivers customized
staff-development, in-class coaching, and ongoing professional support

·Offers parent workshops, materials
and activities to facilitate family involvement

Major
components of the program are as follows:

Earobics Step 1

Earobics Step 1 is designed for developmental ages 4-7 and
features six interactive games with over 300 levels of play. It systematically
teaches the critical phonological awareness, auditory processing and
introductory phonics skills required for learning to read and spell. The games
also develop general cognitive skills that support learning, such as attention
and memory.

Earobics Step 2

Earobics Step 2 is designed for developmental ages 7-10
and features five interactive games with nearly 600 levels of play. The
program addresses all of the skills targeted in the Step 1 program, but at more
advanced levels. It also teaches language processing skills that are critical
for extracting meaning from spoken language and written text.

Earobics for Adolescents and Adults

Earobics for adolescents and adults provides
sophisticated, game-style, multimedia instruction, designed to appeal to
adolescents and adults who are struggling to read faster, spell better and
improve their comprehension.

Evidence of
Effectiveness

Polk County School District, Florida

Students
in 21 first-grade classrooms in five Title I schools who received instruction
with Earobics achieved significantly greater improvements in reading
comprehension than did first grade students in 36 Title I schools who used the
primary literacy basal program (i.e., Open Court or Success for
All) without Earobics (P<0.02).

Newport News Public Schools, Virginia

At-risk
students in 21 kindergarten classrooms who received instruction with Earobics
(n=75) achieved significantly higher results on the Phonological Awareness
Literacy Screening (PALS) assessment than did students in the control group
(n=103) who received instruction using alternate reading interventions (P=0.017).

Aspects of Reading

This program addresses the following aspects of reading,
as identified by the National Reading Panel and listed in the No Child Left Behind
Act:

There
are no unusual equipment requirements for this program. Schools will need to
have Windows (running Windows 95 or later) or Mac computers (running OS 7.6.1
or later) with enough RAM to run the program, as well as CD-ROM drives.
Headphones are also recommended. Earobics can be used as a stand-alone
product or it can be used in networked environments.

Costs

·Earobics Step One -
$299 (accommodates 12 users and a guest)

·Earobics Step 2 -
$299 (accommodates 12 users and a guest)

·Earobics for Adolescents and Adults - $299 (accommodates 12 users and a guest)

For Information Contact

Cognitive
Concepts

909
Davis Street

P.
O. Box 1363

Evanston, IL 602041363

Phone:
(888) 328-8199

Email:
Nevada_sales@cogcon.com

Current Location in Nevada

No
school in Nevada has chosen this program during this state remediation
funding cycle.

K 1 2 3 4
5 6 7 8 9 10 11 12

Saxon Phonics

www.saxonpublishers.com

Program Description

Saxon's
Primary Phonics series is a success-oriented program that enables most students
in a heterogeneous class to develop a solid foundation in phonics and thus
become successful readers. In keeping with the Saxon philosophy, the
phonics series builds on prior learning. As with Saxon math products,
use of increments is stressed. New learning is presented in increments, and
each increment is reviewed throughout the year. This provides every student
with the repeated exposure he or she needs to achieve success.

The
phonics series is supplemental and may be used with any other reading program.
Its objective is to provide students with the information they need to be able
to read independently.

The
program teaches students how to read by introducing them to language bit by
bit. Students are taught to code words by identifying the sound each
letter/letter cluster makes, thus enabling them to read, and eventually, to
spell, those words. A series of spelling rules explaining typical patterns
used to spell words is also taught. These rules are displayed on wall charts
hung around the classroom so that they may be referred to easily. Words that
do not follow the spelling rules are displayed on posters and in booklets
students keep at their desks.

Throughout
the program, a controlled vocabulary is used, which means that students are
only exposed to words containing those letters, letter clusters, and sounds
that have been taught. This ensures that students will experience continued
success as they learn to read.

A
teacher's guide provides activities and language appropriate for students at
each grade level. It is scripted, providing questioning strategies that enable
students to participate actively in the learning process. Although it is not
necessary to memorize the script, teachers are encouraged to follow the script
and the questioning strategies as closely as possible but in a way that is
comfortable. It is important that the various activities provided in the
lessons be included daily because of the opportunities provided for the
different learning modalities.

NOTE:
Saxon’s Phonics Intervention (8/99); a remedial program appropriate for 4th
grade through adult. This program does not yet have the research available to
support its inclusion on the List of Effective Remedial Programs.

Evidence of
Effectiveness

Dr. W.T. Griggs Elementary: Poplar Branch, North Carolina

Began
Program: 9/97 - Second Grade

Testing:
S.T.A.R.

Pre-Test 8/97 Post-Test
6/98

Reading G.E.
1.4 2.4

Reading PR
49.0 69.0

Reading NCE
49.7 60.4

MayerElementary School: Mayer, Arizona

Began
Program: 8/97 - First Grade

Testing:
Stanford Achievement Test

Pre-Test 8/97 Post-Test
4/98

First Grade Class Average
62.2% 77.2%

McKinley Elementary: Parkersburg, West
Virginia

Second
Grade

Testing:
Woodcock Johnson

These
were second grade students who attended a Remedial Reading Class.

Fall >97 Average Spring >98 Average

Word ID
1.45 2.80

Word Attack
1.85 5.82

Word Comp.
1.47 2.62

Passage Comp.
1.60 2.77

Total Reading
1.67 3.15

Aspects of Reading

This program addresses the following aspects of reading,
as identified by the National Reading Panel and listed in the No Child Left Behind
Act:

·Phonemic Awareness ü

·Phonics ü

·Fluency ü

·Vocabulary Comprehension

·Motivation

Correlation
to NevadaState Standards

No.

Teacher Support

·Teacher Resource Booklets contain
teaching suggestions on how to get the most out of the Saxon program.
Available at no charge.

·Inservices are available, as
needed.

·Inservice Videotapes feature
experienced teachers and their classrooms, illustrating how the Saxon program
can best be taught. Available at no charge.

·Teacher Support is available via
telephone - 1-800-284-7019.

Equipment Requirements

None.

Costs

Student
materials (alphabet strips, letter tiles, student sheets, readers, and
irregular spelling booklets) for the program are supplied in 24- and 32-student
kits. The kits provide all of the written material needed for an entire
classroom of students. Student material is organized by lesson and stored in
stackable, reusable crates, making it readily accessible during class time.

Pricing
by grade level is as follows:

Phonics K 24-Student
Kit $495.00 32-Student Kit $600.00

Phonics 1 24-Student
Kit $650.00 32-Student Kit $775.00

Phonics 2 24-Student
Kit $595.00 32-Student Kit $730.00

Phonics 3 24-Student
Kit $295.00 32-Student Kit $395.00

For Information Contact

Grant Richins

Saxon Publishers, Inc.

2450 John Saxon Blvd.

Norman, Oklahoma73071

Phone: 1-800-453-6856 or

1-435-336-2542 (office) or

1-800-284-7019 (central office
for Saxon)

Current Location in Nevada

ClarkCountySchool District

McCall
Elementary

800
Carey Avenue

North
Las Vegas, NV89030

Contact:
Mary Manchego

Phone:
(702) 799-7149

K 1 2 3 4
5 6 7 8 9 10 11 12

Sing, Spell, Read &
Write

www.pearsonlearning.com/singspell/index.cfm

Program Description

Sing,
Spell, Read & Write (SSR&W)
is a book- and music-based language arts curriculum designed for Pre-K through
2nd grade. There is a 36-step progression to the program, and it
uses the metaphor of a train track to show progression from one program level
to another. It uses a wide range of songs and repetitive chants to teach the
letter names, letter sounds, short and long vowels, vowel combinations, and
consonant blends. Audiotapes of the songs come with the program. Through the
daily repetition of songs in the area being studied, children are provided
another way to learn letter/sound pairings and patterns. Pointing and touching
the letters adds a kinesthetic component to the learning process. This program
has no computer software. A typical daily lesson would begin with
approximately 10 minutes of whole-group instruction. Small group instruction
would follow, allowing the teacher to monitor each child’s progress and master
of the skills being taught. Phonemic awareness and phonics are heavily
emphasized, while vocabulary and comprehension are less explicitly taught.
Fluency is encouraged through repeated readings, with students reading with the
teacher, alone, and with partners. Vocabulary instruction consists primarily
of decodable words.

This
program also comes in a Spanish version, Canta, Deltrea, Lee & Escribe.

Evidence of
Effectiveness

According to the FloridaCenter for
Reading Research

Bond, Ross, Smith and Nunnery (1995) conducted a
3-year longitudinal study employing a control group and a treatment group. In
this study, eight SSR&W school were matched with nine comparison
schools based on socioeconomic status, race, and standards achievement scores.
The schools were divided into three socioeconomic strata: high, middle and
low. Comparisons were made on the basis of theses strata across grades K, 1,
and 2 in letter-word identification, word attack, oral reading comprehensions,
spelling and writing. SSR&W schools consistently showed
statistically stronger results in the areas of letter-word identification and
word attack. In the areas of oral reading and spelling, with a few exceptions,
means were higher for the SSR&W schools but were not statically
significant. In writing (with the exception of the middle stratum level in
first grade) the children in the comparison schools performed significantly
higher than did the children in the SSR&W program. This study is
particularly helpful because of its use of comparison schools as a control
group. This study design enables us to attribute the gains made the SSR&W
program rather than to other factors.

Aspects of Reading

This program addresses the following aspects of reading,
as identified by the National Reading Panel and listed in the No Child Left Behind
Act:

·Phonemic Awareness ü

·Phonics ü

·Fluency ü

·Vocabulary ü

·Comprehension ü

·Motivation ü

Correlation
to NevadaState Standards

No.

Teacher Support

The
program includes a three-hour training video and a three-hour initial training
with the teachers implementing the program. Additional training can be
purchased as needed.

As
this is a new program on the List of Effective Remedial Programs, no school in Nevada has
purchased this program using state remediation funds.

K 1 2 3 4 5 6 7 8 9 10 11 12

Success
for All

www.successforall.net

Program Description

Reading Program

Success
for All exists as a separate program
and also serves as the reading/writing/language arts component for Roots and
Wings. Success for All is an elementary school restructuring
program that redesigns schools around the fundamental belief that if resources
are brought to bear early in the lives of students, virtually all students can
learn to read. Success for All began in Baltimore and is now in place
in 1500 schools in 450 districts in 47 states throughout the United States
and in five countries around the world. Most SFA schools have significant
Title 1 populations and the majority are school-wide projects.

Reading
Roots is typically introduced in the second semester of Kindergarten. The K-1
beginning reading program uses as its base a series of phonetically regular but
meaningful and interesting minibooks and emphasizes repeated oral reading to
partners as well as to the teacher. The minibooks begin with a set of “shared
stories,” in which part of a story is written in small type (read by the
teacher) and part is written in large type (read by the students). The student
portion uses a phonetically controlled vocabulary. Taken together, the teacher
and student portions create interesting, worthwhile stories. Over time, the
teacher portion diminishes and the student portion lengthens, until students
are reading the entire book. The scaffolding allows students to read
interesting literature when they only have a few letter sounds.

When
students reach the second grade reading level, they use a program called
Reading Wings. Reading Wings uses cooperative learning activities built around
story structure, prediction, summarization, vocabulary building, decoding
practice, and story-related writing. Students engage in partner reading and
structured discussion of stories or novels, and work toward mastery of the
vocabulary and content of the story in teams. Story-related writing is also
shared within teams.

Students
in grades one to six are regrouped for reading. The students are assigned to
heterogeneous age‑grouped classes most of the day, but during a regular
90-minute reading period they are regrouped by reading performance levels into
reading classes of students all at the same level.

Eight-Week Reading Assessments

At eight-week intervals, reading teachers assess student
progress through the reading program. The results of the assessments are used
to determine who is to receive tutoring, to change students’ reading groups, to
suggest other adaptations in students’ programs, and to identify students who
need other types of assistance, such as family interventions or screening for
vision and hearing problems. The assessments are curriculum-based measures
that include teacher observations and judgments, as well as more formal
measures of reading comprehension.

Reading Tutors

One of the most important elements of Success for All
and Roots and Wings is the use of tutors to promote students’ success in
reading. The tutors are certified teachers with experience teaching Title I,
special education, and/or primary reading. Tutors work one-on-one with
students who are having difficulties keeping up with their reading groups. The
tutoring occurs in 20-minute sessions during times other than reading or math
periods.

Preschool and Kindergarten

Most Success for All and Roots and Wings
schools provide a half-day preschool and/or a full-day Kindergarten for
eligible students. The preschool and Kindergarten programs focus on providing
a balanced and developmentally appropriate learning experience for young
children. The curriculum emphasizes the development and use of language.

Family Support Team

Parents are an essential part of the formula for success
in Success for All and Roots and Wings. A Family Support Team
works in each school, serving to make families feel comfortable in the school
and become active supporters of their child’s education, as well as providing
specific services.

Program Facilitator

A program facilitator works at each school to oversee
(with the principal) the operation of the Success for All and Roots
and Wings models. The facilitator helps plan the program, helps the
principal with scheduling, and visits classes and tutoring sessions frequently
to help teachers and tutors with individual problems.

Advisory Committee

An advisory committee, composed of the building principal,
program facilitator, teacher representatives, parent representatives, and
family support staff meets regularly to review the progress of the program and
to identify and solve any problems that arise.

Roots and Wings Schools

A Roots
and Wings School will do all the components of Success for All and
in addition may implement the math and social studies/science components. A
school can begin as an SFA school and then decide to take on the Roots and
Wings components or a school can decide from the onset to do all the Roots
and Wings program components.

In
the first year, Roots and Wings schools begin by implementing all the
components of Success for All, described above. In the second year of
implementation, they typically begin to incorporate the additional major
components. MathWings is the name of the mathematics program. lt is a
constructivist approach to math based on NCTM standards. MathWings
makes extensive use of cooperative learning games, discovery, creative problem
solving, manipulatives and calculators. Unlike reading, students are not
regrouped for MathWings. Heterogeneous groups are used but individual
differences in math are addressed by providing a blend of whole group
activities and individually paced units. WorldLab is an integrated
approach to social studies and science that engages students in situations and
group investigations. In each activity, students work in cooperative groups,
do extensive writing, and use reading, mathematics, and fine arts skills
learned in other parts of the program. WorldLab is ninety minutes in
length and students are not regrouped. Roots and Wings schools then
provide the Roots of high quality instruction to ensure that all
children have the basic skills needed to achieve school success and then
provide the Wings of higher order thinking skills, problem solving
ability, and love of learning that creates successful life-long learners.

NOTE:
MathWings has been included on Nevada’s List of Effective Remedial Programs. WorldLab is
not an approved program for the List, however.

Evidence of Effectiveness

Success
for All is an extensively researched
program. Every Success for All school involved in formal evaluation was
matched with a control school similar in poverty level, historical achievement,
ethnicity and other factors. Schools were also matched by district
administered standardized test scores given in kindergarten or on the Peabody
Picture Vocabulary Test given by the project in kindergarten or the fall of
first grade. Students beginning in first grade were tested yearly on subtests
of the Woodcock Reading Mastery Test, the Durrell Analysis of Reading
Difficulty and the Gray Oral Reading Test. Evaluations done by both John
Hopkins University (JHU) and third party evaluations performed by University of Memphis and WestEd
across twenty‑three different schools in seven districts showed significant
results. On average, SFA students read significantly better than their matched
control. By fifth grade, the difference between SFA students and matched
controls was one full year. The lowest 25 percent of students showed even
stronger results with effect sizes of +1.03 in the first grade and +1.68 in the
fifth grade. In addition, effect sizes grow with each year of implementation.
Effects on district standardized tests have been collected in most research
districts and compared against matched controls. In Baltimore, Memphis, Flint, Michigan, Ft. Wayne, Indiana, Miami, Modesto, and Charleston, West Virginia
standardized test measures showed strongly significant results.

Success
for All is available in both English
and Spanish. The effects of both programs have been evaluated on English
language learners. Southwest Regional Lab looked at both students utilizing
the Spanish Success for All programs and students in sheltered English
programs using Success for All. English-speaking students and speakers
of languages other than English or Spanish scored above grade level scored
significantly higher than controls.

Roots and Wings is also the subject of rigorous
research. Roots and Wings utilizes all the components of Success for
All, and therefore the reading effects are expected to be similar to those
of SFA. In addition, Roots and Wings has a math and integrated social
studies and science curriculum. The four pilot schools in Maryland
participated in a study tracking growth over time on the state assessment
(Maryland School Performance Assessment Program). This is a performance
measure in which students are asked to solve complex problems, set up
experiments, write in various genres, and read extended text. Roots and
Wings students showed substantial growth. Roots and Wings students
achieved a satisfactory or excellent rating at more than twice the state's rate
on every measure (Reading, Language, Writing, Math, Science, and Social
Studies).

Aspects of Reading

This program addresses the following aspects of reading,
as identified by the National Reading Panel and listed in the No Child Left Behind
Act:

·Phonemic Awareness ü

·Phonics ü

·Fluency ü

·Vocabulary ü

·Comprehension ü

·Motivation

Correlation to NevadaState Standards

No.

Teacher Support

Success
for All staff provides extensive
training and support to all participating schools. In the first year of
implementation, there are three days of training for all teachers prior to the
beginning of school. In this training, each teacher is given two days of
training in the component of the reading program they will be implementing; an
additional day is devoted to program overview. An additional day of training
is needed for all tutors. In the course of the year, Success for All
trainers do three implementation visits at each school. At these visits,
trainers have a chance to observe classrooms, meet with teachers to discuss
difficulties and plan next steps. Kindergarten teachers receive the reading
training during the winter. In addition, the Family Support Team re­ceives a
day and a half of training in the fall and an additional day and a half of
training in the spring. Additional training in writing may occur in the first
or second year of implementation. Schools that are doing Roots and Wings
begin the second year with additional training in the MathWings and Worldlab
components. Every school has a Success for All consultant, which along
with center staff are always available to schools to answer questions and
provide support. There is a regular Success for All/Roots and Wings
newsletter, as well as a web site that is available to participating schools.

Every
Roots and Wings or Success for All school also has highly trained
in-house experts. The principal and school-based facilitator in this project
attend a week long training at JohnsHopkinsUniversity to attain the depth of knowledge in the program to
provide day to day assistance to staff. The school facilitator organizes
required grade level meetings to provide a forum to regularly discuss and
review program components, and discuss issues in implementation. There is also
a yearly site conference for schools participating in the program which
principals, facilitators, and selected teachers attend.

Equipment Requirements

Success
for All/Roots and Wings does
not require any particular materials from schools. In each program component
there are fairly standard school materials that are recommended but all
specialized curriculum materials are provided as part of the program.

Since
the upper grade program utilizes the school's adopted basal services or novels,
it is important for a school considering Success for All/Roots and
Wings to check with Success for All to ensure that the program has
supporting materials for a school's reading series.

Costs

Since
there are substantial materials as part of Roots and Wings and Success
for All, costs to schools will vary significantly with the number of
students enrolled in a school. Schools must be able to fund a full-time
facilitator and at least one teacher‑­tutor. In addition, the school
must be able to have the capacity to tutor at least 30 percent of their first
grade students utilizing teacher- tutors and highly qualified
para-professionals. This means that the school must have the capacity to
dedicate personnel to those positions. The costs for materials, training, and
support will vary according to student enrollment. On average for a school of
about 500 students considering implementation of Success to All, Year One will
cost roughly $70,000-$85,000, Year Two is $26,000-$30,000 and Year Three is
$23,000-$25,000. For schools interested in implementing Roots and Wings,
costs for the first three years are as follows: Year One: $55,000-$70,000, Year
Two: $56,000‑$62,000, and Year Three: $56,000-$62,000.

Designed
for K-2 classrooms, WiggleWorks consists of a combination of leveled
books and corresponding multi-media to support language arts instruction. WiggleWorks
has a library of 84 leveled books in four stages, each available on CD-ROM for
Macintosh or Windows, with tools to support reading, writing, speaking and
listening. The comprehensive management system enables teachers to tailor
instruction for each student, such as providing additional stages for those
students who need extra support. In addition to monitoring student activities
and saving student work, the management system provides an electronic portfolio
option for each student. WiggleWorks most important features include:

·Instructional options, such as
reading, writing, and book-making;

·Read-aloud options, such as
word-by-word, or line-by-line;

·Single-switch access;

·Customizable settings to support
different disabilities and learning styles;

·Customizable work lists to enhance
spelling; and

·Book-making capabilities that
allow students to create their own stories complete with text, graphics, and
sounds.

WiggleWorks includes 84 leveled titles, which are delivered in
print and on CD-ROM. Organized in four stages of 24 titles each and leveled
into nine sections, the program is designed so that all young readers can
experience immediate success, gaining confidence and control as they progress
from level to level. The WiggleWorks activities are learner-controlled
and provide opportunities for multiple responses. The four stages are as
follows:

·Stage A Emergent

·Stage B Early

·Stage C Fluent

·Stage D Independent

Evidence of
Effectiveness

Harvard School of Education – Evaluation

A
study released by a researcher at Harvard School of Education confirms that WiggleWorks,
the multimedia‑based Scholastic Beginning Literacy System, significantly
raises reading scores for first grade pupils.

From
November 1994 to June 1995, 651 students participated in the Harvard study. To
measure the students’ improvement in reading skills, researchers administered
three subtests of the Iowa Test of Basic Skills, including vocabulary, word
analysis, and language. At the end of the study, according to Lynn Hickey
Schultz, Ed.D., the study’s primary researcher, “Using the WiggleWorks
technology, students scored higher than the comparison students on all three
subtests. In fact, the gains made in a composite score of the language arts
subtests were more than twice as great for the WiggleWorks technology
group than for the comparison group. Even among the comparison students, those
using only the WiggleWorks print materials showed greater improvement in
both reading and writing than those using their regular language arts
materials.”

The
figure below illustrates results for the composite language arts score in a bar
graph.

Aspects of Reading

This program addresses the following aspects of reading,
as identified by the National Reading Panel and listed in the No Child Left Behind
Act:

·Phonemic Awareness ü

·Phonics ü

·Fluency ü

·Vocabulary ü

·Comprehension ü

·Motivation

Correlation
to NevadaState Standards

No.
Wiggleworks is only correlated to WashoeCounty Content Standards.

Teacher Support

Staff Development

On-Site
Staff Development: Fee-based training to be arranged between Scholastic and
the participating school.